International Journal of Philosophy and Social Sciences. Volume 1, Number 1 (2016), pp. 1-19 © Research India Publications http://www.ripublication.com Indian Philosophy and Social Work: Some Interfaces Dr. (Ms.) Samta P. Pandya [email protected] Abstract This paper is a conceptual attempt to examine the interface between Indian philosophical schools and social work. Commencing with an understanding of the positions in the classical period, the paper describes the stances in the medieval phase and the contemporary period. The interface with social work is sought through four standpoints-worldviews, discourses on ‘being’ (and hence stances on humanism), ethics and moral reasonings, and visions of social utopia and transformation. The endeavour is to begin a deliberation on an epistemic foundation for social work which is indigenous in its origins. Key Words: Indian philosophy, social work Introduction The core commencing points of the normative and ideational orientations in social work has been theology and theism since historicity. Embedded within it is a philosophical genre with multiple nuances and facets that shape the epistemic base. In the Indian context, the existence of philosophical schools can be affirmed through ages – having traditional, medieval, modern and contemporary manifestations. Indic philosophical schools comprise of the traditional six systems, Jaina and Buddhist philosophical thoughts; Bhakti and the emergence of the feminist philosophical genus in the medieval phase; and modern and contemporary thinkers drawing from and modifying traditional tenets. Each of the phases have unveiled epistemologies that when coagulated form Indic positions on worldviews and social orders as well as intentionalities of transformation. Hence effectively, the ‘social’ domain of Indic thought has unearthed several dimensions. This paper is a twin attempt at understanding varied facets of Indian philosophical schools through history as well as seeking to unearth their interface with social work. Certain linkages of western philosophies to social work have been established through social theorisations such as positivism, phenomenology and hermeneutics, Marxism and critical theory, structuralism and the poststructuralist versions. To look at the core of established 2 Dr. (Ms.) Samta P. Pandya Indian philosophies and their connections with social work normative and ideational standpoints, is largely a virgin area so to speak. This is a maiden endeavour to examine the linkages between ontologies, epistemologies, ethics and metaphysics of Indian thought to positionalities in social work. Effectively it is also envisaged that some aspects of indigenous ideational base would be unearthed – linking Indian epistemologies to social work normative and ideational stances. Hence within a purely conceptual exploration, certain elements of indigenising praxis positions may surface. Indian Philosophy: Genesis and Traditions The history of Indian philosophy can be divided into four periods-the Vedic period (1500 BC to 600 BC), Epic period (600 BC to 200 AD), sutra period (200 AD to 1700 AD) and the scholastic period (1700 AD and onwards) [62]. Some of the core characteristics common to all systems of Indian philosophy are: soteriological conceptions and contentions concerning life; human freedom as the ultimate goal which can be attained through knowledge; the cruciality of ‘beings’; the possibility of attainment of transcendence through bodily existence facilitated by the discipline of Yoga; and concepts and contentions pertaining to ultimate reality, empirical world and beings and Being [66]. The prominent themes in Indian philosophy thus are intentionality, causation, non-duality, theistic ontology, duality of mind-body consciousness, embodiment as being, quintessentiality of aesthetic experience and domains of nothingness [20]. From the classical point of view, there are six schools of Indian philosophy – Mimansa, Nyaya, Vaisesika, Samkhya, Yoga and Vedanta. Cumulative and amalgamated stances are also visualised such as Nyaya-Vaisesika and other variations emerging from contexts. The texts of each of the schools span across the four periods into which the history of Indian philosophy can be divided. Primarily Indian thought is idealistic in character [28, 14]: the pragmatic lens inserted through Buddhist and Jaina stances. Other core characteristics are in terms of an inquiry into what constitutes knowledge, the theory of knowledge and ways to understand the same [80]. Further prominent general domains of Indian philosophy are as follows: deliberations on the issue of causation and thus a penchant for logic [9]; relation between difference in non-difference, dualism and non-dualism, reality of knowledge and non-reality, prominence of mind, consciousness, unity of absolute being, existence and non-existence of the soul, causality and non-causality, inferential perceptual knowledge and transcendental knowledge and universality and many- sidedness of reality; monism and pluralism-the core aspect herein being that juxtaposed notions co-exist, to form complex realities [6]. In the various schools of Indian philosophy there are stances ranging from non-dualism to pure, modified and implicit monism [67]. Aspects of cosmological speculation, relationship of the world to the absolute, pluralistic realism, ethical idealism, subject-object dichotomy and non-dualism as well as theism predominate. The core qualities of the six schools are logical realism (Nyaya), atomistic pluralism (Vaisesika), causality, cosmic evolution and Purusa-Prakrti dichotomy (Samkhya), ethics of praxis (Yoga), ritualistic metaphysics (Purva Mimansa), theism, dualism and non-dualism (Vedanta) [18]. Indian Philosophy and Social Work: Some Interfaces 3 Some of the abiding questions in Indian though are pertaining to real, reality, universe, truth and life [7]. Atomism, the idea of universals, twofold purport of the metaphysical inquiry (study of existence as a study of being qua being and domains of liberation) form the basis of Indian thought [52]. Indian philosophy also has a strong ethical component with a combination of teleological and deontological theories. The basic presuppositions of morality are freedom and the soul-world connections, with basic concepts as dharma (law of existence), rta (cosmic order), moksa (salvation), karma (duty) and purusartha (righteousness) [78]. Ontology is thus the core locus classicus of analysis in comprehending Indian thought – various texts proposing differential versions of ontologies. This ontological stance is subordinated to logic as a modicum of analysis. Pure realism (based on sense perceptions alone) and critical realism (based on inference and reflection as a mode to comprehend reality) – Nyaya Vaisesika, Samkhya Yoga, Jainism and Purva Mimansa of Kumarila Bhatta are also parts of the genus [43, 54]. The ‘traditions’ or the classical school of Indian philosophy are: Mimansa, Nyaya, Vaisesika, Samkhya, Yoga and Vedanta; the amalgamated positions of Nyaya Vaisesika and Samkhya Yoga, as well as Jaina and Buddhist thought as part of the league. The core contentions of each can be outlined thus: The main tenets of Purva Mimansa are that Vedas provide prescriptions and injunctions, action is the core to existence, soul has the freedom and responsibility to act. The embodied sentience, that is man, asserts his freedom over the universe and makes further constructions over the universe. The meaning of Jaimini’s system of Purva Mimansa – particularly his sacrificial ontology and his view of transcendence are discussed thus. Self and selfhood are constructed through a ritual ontology and in that sense there is a ‘decentering’ of the human. Identity is then a product of divine origination, derivation and actualisation [23]. The Nyaya school predominantly deals with logic and the problem of inference. In developing a comprehensive theory of knowledge, the Nyaya school resorts to the philosophy of language. Further aspects include substance-attribute duality and causality [56]. The Nyaya epistemology is a quest for validity of knowledge. Valid knowledge is assumed to be of two kinds – presentative and representative. Pramana (proof) which is the pivot of Nyaya is considered to be the instrument of representative valid knowledge. Nyaya proposes four such kinds of valid knowledge namely perception, inference, comparison and verbal testimony. In that sense the Nyaya school is substantialist and realist and combines inductive and deductive modes of knowledge. Nyaya school represents a syllogism that in turn represents a typical form of inferential reasoning comprising of following constituent parts – truth desire, doubt about the real nature of the thing, capacity of the pramanas to lead to true knowledge, purpose of inference, truth of inference, first proposition reason, exemplification and conclusion. Hence Nyaya philosophy as a system of logical realism provides a philosophy of the knowledge for reality that then leads to liberation, produces a theory of cognition that explains the world through four logical proofs and is thus the architectonic of knowledge [42]. The Vaisesika school is concerned with ascertaining the true nature of entities – categories, substance and qualities [77]. The Nyaya Vaisesika school is concerned with analysis of categories, 4 Dr. (Ms.) Samta P. Pandya causes and proofs of God’s existence – cosmological, logical, experimental, moral and intuitive. In terms of the Nyaya-Vaisesika system the world is real,